{"id":14,"date":"2016-04-26T19:08:32","date_gmt":"2016-04-26T19:08:32","guid":{"rendered":"http:\/\/commons.trincoll.edu\/wmace\/?page_id=14"},"modified":"2021-10-02T16:16:56","modified_gmt":"2021-10-02T16:16:56","slug":"perception","status":"publish","type":"page","link":"http:\/\/commons.trincoll.edu\/wmace\/courses\/perception\/","title":{"rendered":"Perception"},"content":{"rendered":"

Psychology of Perception<\/strong><\/p>\n

Spring 2015
\nWarning: This is a dynamic syllabus. It gets updated as we go. Consult it several times a week on line.<\/p>\n

Last Updated April 29, 2015<\/p>\n

Instructor:
\nWilliam M. Mace<\/a><\/p>\n

Office: Life Sciences 212A<\/p>\n

Office Hours: Monday 4:00 pm – 5:15 pm
\nThursday 3 pm – 4 pm — and by appointment
\nPhone: X2343<\/p>\n

Email: william.mace@trincoll.edu<\/p>\n

What time is it?<\/a><\/p>\n

Trinity College Intellectual Honesty Policy<\/a><\/p>\n

Students with Disabilities-<\/strong>
\nTrinity College complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. If you have a documented disability and require academic accommodations, please present your accommodations letter during my office hours over the first two weeks of the semester. If you do not have a letter, but have a disability requiring academic accommodations, or have questions about applying for academic accommodations, please contact Lori Clapis, Disability Coordinator, at 860-297-4025 or Lori.Clapis@trincoll.edu.<\/p>\n

Moodle<\/strong><\/a><\/p>\n

The syllabus will be linked to Moodle. We may use Moodle more during the term, but most things will be linked to this webpage<\/p>\n

 <\/p>\n

Required Reading<\/strong>
\nAll reading will be available online.<\/p>\n

Webvision textbook<\/a>. This has far more detail about the eye and vision than we will use. It is an excellent resource and some readings will be selected from it.
\nGrading:<\/strong><\/p>\n

In order to pass the course, you must pass the class participation requirement and complete<\/strong> all assignments —exams, homework, and, for lab students, the Lab assignments and formal write-ups of assigned lab experiments. There will be three exams during the term and a final exam. The dates for these and the percentage of your grade determined by them will be:<\/p>\n\n\n\n\n\n\n\n\n\n\n\n
GRADING<\/td>\n<\/tr>\n
<\/td>\n<\/td>\nWith Lab<\/td>\nWithout Lab<\/td>\n<\/tr>\n
Class Participation<\/td>\n<\/td>\n10%<\/td>\n10%<\/td>\n<\/tr>\n
Exam I<\/td>\nFebruary 18<\/td>\n10%<\/td>\n10%<\/td>\n<\/tr>\n
Exam II<\/td>\nMarch 9<\/td>\n15%<\/td>\n15%<\/td>\n<\/tr>\n
Exam III<\/td>\nApril 22<\/td>\n20%<\/td>\n25%<\/td>\n<\/tr>\n
Final Exam<\/td>\nMonday, May 4, 9 a.m.<\/td>\n25%<\/td>\n40%<\/td>\n<\/tr>\n
Labratory<\/td>\n<\/td>\n20%<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nSeniors will take the Final Exam<\/strong><\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Class participation:<\/strong> Your grade for class participation will take into account your attendance and your behavior. It is assumed that you will show normal courtesy to other classmates and arrive on time, then stay in your seat for the entire class. It’s only 50 minutes. Once in a while the class will be asked questions about what’s been covered in the current class, the previous class, or a salient reading. There also will be opportunities for students to clarify any questions that are unclear. Students who do not volunteer to answer questions in class may be called on. Occasionally, there will be short homework assignments and correspondence by email. Satisfactory participation in these also will count in the category of class participation. The point will be to help me stay in touch with what you are picking up, to increase the chances you will know the material well before exam cramming time.<\/p>\n

Exams will consist of questions with short answers. Questions will depend on both classes and reading. You will not do well if you concentrate only on the reading or only on the classes. Moreover, the question usually will ask you to figure out the answer based on what you learned and not merely to repeat something you heard or read. I want you to understand how things work. Your goal should be to make the material make sense to you. If it does not, you need to ask questions — ask in class, after class, over electronic mail, or any other time you can reach me.<\/p>\n

For lab students there will be formal writeups to do based on data collected in labs. Data and short assignments based on labs will be due whenever data are collected from lab experiments. As you can deduce from above, your lab grade will contribute 20% of your total grade.<\/p>\n

The syllabus for this course is online. The address is: https:\/\/commons.trincoll.edu\/wmace\/courses\/perception\/<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Schedule of Classes<\/strong><\/h3>\n<\/td>\n<\/tr>\n

Date<\/strong><\/td>\nReading for Class<\/strong><\/td>\nTopic description<\/strong><\/td>\n<\/tr>\n
\n

What the topic, “Perception,” is about<\/strong><\/h3>\n<\/td>\n<\/tr>\n

Class 1<\/p>\n

January 21<\/td>\n

Causality: What causes what?<\/a> And here?<\/a> A little to big effect.<\/p>\n

Light from the stars <\/a>— things to think about. “Our galaxy has a diameter somewhere around 100,000 light years.” One light year is around 6 trillion miles. [a trillion is 1,000,000,000,000]. See also: How far is that?<\/a><\/p>\n

Framework for thinking about perception<\/a><\/p>\n

The Electromagnetic spectrum (Broken link) <\/a>\u00a0All of these kinds of radiation are different and have widely different uses, but they also are the SAME. In what way? They are the SAME as electromagnetic radiation. They are DIFFERENT in wavelength and frequency. Click HERE<\/a>\u00a0to learn about the wavelength and frequency property of all waves. Note that SOUND waves are NOT electromagnetic waves and are not on the list of types of electromagnetic radiation. Sound is based on the actual mechanical vibration of molecules in the air that eventually move your tympanic membrane (ear drum) back and forth. That means that sound cannot travel in a vacuum, where there are no molecules. Light travels through outer space, sound does not.<\/p>\n

Richard Feynman<\/a> reflecting on vision and the electromagnetic spectrum HERE<\/a><\/p>\n

See assignment at beginning of the next syllabus entry!<\/strong><\/td>\n

Perception is how we find out about the world through seeing, hearing, touching, tasting, and smelling. Without perceiving, we have nothing to remember and nothing to talk about. Without perceiving, we could not be in touch with our world — and could not exist. To know what is in the world, and where you are in it, at every moment, depends on perceiving. Are you hungry? That is perceiving. Where is something to eat? How do you get it? How do you know that you are eating? All of those things involve perceiving. The topic is a great challenge to science because so much of what we know we have to figure out does not necessarily answer our fundamental questions about how perceiving can work.Perception, as a topic, is totally interdisciplinary. I have colleagues engaged in trying to understand perception in the following areas (in no particular order) –philosophy, biology, neuroscience, physics, chemistry, engineering, robotics, arts, painting, sculpture, architecture, film. Mathematics, physical therapy, kinesiology, computer vision, computer animation, video games. Within psychology, social, developmental, memory, human factors, design. We won’t cover all of those, but if you have special interests in any of those, please let me know.<\/p>\n

Bookkeeping in the course
\nEven though our major source of light is from the sun (a star among how many stars?), we do not “see stars” most of the time. We see the earth and what populates it. Do we have principles for seeing the substantial earth, as opposed to light alone?<\/td>\n<\/tr>\n

\u00a0Class 2January 23<\/td>\nDo the reading and watch the videos before class TODAY: Watch the 2 videos below then 1. answer the question: Do you see the world as it really is? 2. write out 3 [three total] relevant quotes from the videos. Tell me where each quote came from as precisely as you can. Send your work to me on Moodle by 10 pm Sunday night (Jan. 25).<\/p>\n

How to find the Video — go to “Films on Demand” in the Trinity Online Resources section of the Library website and, under “Psychology > Biological Psychology > Sensation and Perception,” find the video, “Is Seeing Believing? New Frontiers in the Science of the Senses.”<\/p>\n

Beau Lotto TED talk<\/a><\/p>\n

Video: Is Seeing Believing? [Mainly sections 1, 2, and 7 — out of 23]<\/p>\n

Framework for thinking about perception<\/a><\/p>\n

READ:<\/p>\n

Bulthoff group<\/a><\/p>\n

Richard Gregory’s<\/a> statement of the fundmental problem.<\/p>\n

Gregory — representative paper<\/a>
\nGregory Remembered<\/a><\/p>\n

Notes elaborating first two classes<\/a><\/td>\n

\u00a0Ambiguity. When a shape, for example, is ambiguous, that means that it has more than one interpretation. The sensitive part of the back of the eyeball is called the retina. You’ll hear a lot about it. The first important fact about the retina is that it is flat. The 3D layout of the world is projected onto this flat surface. This results in supposedly infinite ambiguity. That’s one theory anyway. The persistent puzzle is that our everyday world is not as ambiguous as some scientists think. Why? [This is a big question and won’t get an easy answer]<\/td>\n<\/tr>\n
Class 3<\/p>\n

January 26<\/strong><\/td>\n

\n

Notes elaborating first two classes<\/a><\/strong><\/h4>\n

Continue readings from last time<\/span><\/h4>\n

High School Video for example<\/a><\/p>\n

High School Video reply — Seattle suburbs<\/a><\/p>\n

Purves figure that you can manipulate<\/a><\/p>\n

Richard Gregory’s<\/a> statement of the fundmental problem.
\nGregory remembered<\/a><\/p>\n

Course Framework<\/a> — linked again. Same as Jan. 21 and 23 item.<\/p>\n

The Gibsons developed what is called The Ecological Approach.<\/strong> Their reply to Gregory is a short pr\u00e9cis backed by many years’ work.Gibson’s reply to Gregory<\/a><\/p>\n

Figure with Gibsons’ paper<\/a><\/p>\n

HOMEWORK: TURN IN BY TUESDAY NIGHT (Jan. 27) AT 10 PM —
\nWhen you experience an illusion, how do you know it is an illusion?<\/td>\n

\u00a0The Causal Theory of Perception — or “Where did the light go?” For that matter: “Where did the environment go?”<\/td>\n<\/tr>\n
\n

Lights!<\/strong><\/h3>\n<\/td>\n<\/tr>\n

Class 4<\/p>\n

January 28<\/td>\n

\n

Tufte signs<\/a>\u00a0— This is to make the point about the 2 different meanings of the word “size.” Just as the Purves (Lotto) figure makes the same point about two meanings of “color.” Ask questions if you don’t follow this in class.<\/p>\n

Newton’s Opticks<\/i>.<\/a> (4th edition, 1730). Page numbers are in square brackets on the right. For one of the most famous quotes, see p. 125, the paragraph labeled “Definition.”<\/p>\n

Here<\/a>\u00a0is the main quote highlighted in the famous paragraph from the above.<\/p>\n

1. Electromagnetic spectrum<\/a><\/p>\n

2. BU website on ADDITIVE color “mixing.”<\/a><\/p>\n<\/td>\n

\u00a0Light, color, the eye and SENSATION; Johannes M\u00fcller’s Specific Nerve Energies. “The rays are not colored.” What??!<\/td>\n<\/tr>\n
Class 5<\/p>\n

January 30<\/td>\n

\n

Newton’s Opticks<\/i>.<\/a> (4th edition, 1730). Page numbers are in square brackets on the right. For one of the most famous quotes, see p. 125, the paragraph labeled “Definition.”<\/p>\n

Here <\/a>is the main quote highlighted in the famous paragraph from the above.<\/p>\n

1. Electromagnetic spectrum<\/a><\/p>\n

2. BU website on ADDITIVE color “mixing.”<\/a><\/p>\n

3. Newton Demonstration<\/a>
\n4. Light and Color Introduction (QUESTION)<\/a>
\n5.Two kinds of color “mixing” illustrated again<\/a> Pay attention first only to the left side where “additive” mixing is demonstrated.<\/p>\n

Open a PowerPoint file to see another place where you can experiment with additive mixing.<\/td>\n

\u00a0Wavelength is physics; color is psychology (experience)In color, what is GIVEN? What is GOT?<\/td>\n<\/tr>\n
Class 6<\/p>\n

February 2<\/td>\n

\n
\n

SNOW DAY<\/p>\n<\/div>\n

Explore what you can do with mixing colors on PowerPoint.<\/td>\n

<\/td>\n<\/tr>\n
Class 7<\/p>\n

February 4<\/td>\n

Number 4 from Jan. 30 — Light and Color Introduction<\/a><\/p>\n

Color section of the Web book<\/a>. Read the Introduction very carefully. It is a priceless statement.<\/p>\n

I have not yet assigned to you this entire article (only the 3 Introductory paragraphs). BUT, if you will scroll through this entire color article, you will see that there are no references to surfaces that reflect light in the entire article. What does the author imply is GIVEN? What is GOT? Notice also what is in Figures 1A and Figure 15.<\/p>\n

Two kinds of color “mixing” illustrated again — From Michael Bach website<\/a> Pay attention first only to the left side where “additive” mixing is demonstrated. This is a repeat of display 5 above. This is the MOST useful interactive demonstration because it allows you to manipulate and study the results of both additive and subtractive “mixing” in the same display. PLAY WITH it a lot and study what happens. Studying what happens with many different conditions on this display is one of the best uses of your study time.<\/p>\n

You should also know the material in the pages linked to #4 above as well.<\/p>\n

Powerpoint color based mixing assignment<\/a><\/span><\/p>\n

Due Friday, Feb. 6.<\/span><\/p>\n

Note that you will submit ONE SLIDE of a PowerPoint file and that the name of your file should begin with your last name. Submit your PowerPoint on Moodle.<\/td>\n

<\/td>\n<\/tr>\n
Class 8<\/p>\n

February 6<\/td>\n

Learning about SUBTRACTION of wavelengths through filters.<\/p>\n

Study the right hand side of the interactive color display by Michael Bach Michael Bach website<\/a><\/p>\n

Color Samples<\/a> to show effect of filters in class<\/td>\n

What happens if we additively mix 3 very narrow band wavelengths? Say 440 nm, 575 nm and 620 nm.<\/p>\n

What is a metamer?<\/p>\n

rgb Homework due today<\/p>\n

 <\/td>\n<\/tr>\n

Class 9<\/p>\n

February 9<\/td>\n

One example website with rgb colors and names<\/a><\/p>\n

Our color name results<\/a><\/p>\n

Averages for our rgb values in matching papers<\/a><\/td>\n

<\/td>\n<\/tr>\n
Class 10
\nFebruary 11<\/td>\n		Oranges<\/a><\/p>\n

Color swatches for orange set<\/a><\/p>\n

Lighting from GE.<\/a> Try looking at the spectra. Look at sodium vapor last. READ: Main Heading, “Learn about Light.” Then links to each of the subsections under the “Learn about Light” heading. For our Perception class, pay special attention to the subsections about seeing light, including “Matching” and “Adaptation.”<\/p>\n

Interesting wording to examine<\/a>. Spider vision article.<\/p>\n

Edmunds filter data<\/a> — Excel spreadsheet<\/p>\n

Some more graphs of the filters<\/a><\/td>\n

Detailed review: The spectrum as numbers vs.
\nThe spectrum as color experience.
\nHow the difference implies METAMERS.<\/td>\n<\/tr>\n
Class 11
\nFebruary 13<\/td>\n		Review of last classes.<\/a><\/p>\n

What you should know now<\/a><\/td>\n

<\/td>\n<\/tr>\n
Class 12
\nFebruary 16<\/td>\n		REVIEW<\/td>\n<\/td>\n<\/tr>\n
Class 13
\nFebruary 18<\/td>\n		<\/td>\nExam I<\/a><\/span><\/p>\n

 <\/td>\n<\/tr>\n

Class 14
\nFebruary 20<\/td>\n		Single wavelength, single visual pigment matching<\/a><\/p>\n

Full presentation of cone pigment logic (THIS LINK LEADS TO AN ONLINE POWERPOINT???)<\/a>. If you cannot read this file, you can get the original PowerPoint here<\/a>.<\/p>\n

See also Figure 14 in the section linked next.<\/p>\n

Read about Photoreceptors [only]<\/a><\/p>\n

Facts and figures about human retina<\/a>. From the end of the online vision book.<\/td>\n

Wavelength (physical) and color (psychological)<\/p>\n

What happens if we additively mix 3 very narrow band wavelengths? Say 440 nm, 575 nm and 620 nm.<\/p>\n

What is a metamer?<\/p>\n

Beginning discussion of details of relation between number of underlying pigments in the retina and number of wavelengths that can be discriminated.<\/p>\n

Finishing details about how 3 pigments work with respect to matching experiments<\/p>\n

Keep track of where these numbers are. You don’t have to remember the numbers, but I do want you to know where you can find them.<\/td>\n<\/tr>\n

\u00a0Class 15
\nFebruary 23<\/td>\n		Today’s topic in class is detailed look at consequences of the absorption curve for rhodopsin.<\/p>\n

Full presentation of cone pigment logic<\/a>\u00a0Expanded version.<\/p>\n

Single wavelength, single visual pigment matching<\/a><\/td>\n

<\/td>\n<\/tr>\n
Class 16
\nFebruary 25<\/td>\n		Full presentation of cone pigment logic.<\/a>Expanded version.<\/p>\n

Three cone pigment absorption curves<\/a><\/p>\n

See also Figure 14 in the section linked next.<\/p>\n

Read about Photoreceptors [only]<\/a><\/p>\n

Facts and figures about human retina<\/a>. From the end of the online vision book.<\/td>\n

\u00a0Full cone pigment logic and matching experiments<\/td>\n<\/tr>\n
\n

More about colors of the Rainbow. What we know based on COLOR APPEARANCE.<\/strong><\/h3>\n<\/td>\n<\/tr>\n

Class 17
\nMarch 2[Friday was a Trinity Day]<\/td>\n		Updated PowerPoint on “The Dress”<\/a>.<\/p>\n

Opponent Color Powerpoint<\/a><\/p>\n

Opponent processes (ONLINE POWERPOINT)<\/a><\/p>\n

Read:\u00a0Hurvich, L. & Jameson, D. (1974)<\/a>. Opponent Processes as a model for neural organization. American Psychologist<\/em>, 29(2) 88 – 102.<\/td>\n

Color II. Goethe, Hering, and Hurvich & Jameson.Finishing Opponent Processes.
\nExplaining the Hurvich and Jameson measurements of opponent colorsOpponent processes: How is color EXPERIENCE organized?Full presentation of Opponent Process theory<\/td>\n<\/tr>\n
\u00a0Class 18
\nMarch 4<\/td>\n		\u00a0Carefully complete Opponent Process theory and be sure to understand Hurvich & Jameson cancellation experiment in relation to their graphs of wavelength color appearances.<\/td>\n<\/td>\n<\/tr>\n
\u00a0Class 19
\nMarch 6<\/td>\n		\u00a0Review for exam<\/td>\n<\/td>\n<\/tr>\n
\u00a0Class 20
\nMarch 9<\/td>\n		<\/td>\nEXAM II<\/a><\/td>\n<\/tr>\n
\u00a0Class 21
\nMarch 11<\/td>\n		The 6 topics covered on Exam 3 are indicated in upper case text from here to April 17. The course material pertinent to the topic is everything listed after what is in upper case until you get to the next upper case listing.<\/p>\n

EXAM 3 CATEGORY — NEUTRAL COLOR PERCEPTION — INCLUDES WALLACH, GILCHRIST, LIGHTNESS, LIGHTNESS CONSTANCY, ANCHORING PRINCIPLE<\/strong><\/p>\n

Circle Demo<\/a><\/p>\n

For now, READ ONLY to the top of p. 798 of Gilchrist’s paper. We’ll return to it later. Pay special attention to the “ratio principle” of Wallach.<\/p>\n

Contrast: Neutral color<\/a>Purves Demo<\/a> that you saw in videos at the beginning of the course.<\/td>\n

Black and white demo on screen — where does “black” come from?<\/p>\n

Nonspectral colors — Black and white, and all the grays in between are called neutral colors.<\/p>\n

Perceptual Constancy in color and lightness. Black and White. Classic work of Wallach and recent work of Gilchrist.<\/p>\n

Continuing introduction of neutral colors,<\/p>\n

lightness, and lightness constancy<\/p>\n

Appearance of one area can depend heavily on the appearance of neighboring areas.<\/p>\n

What does it mean to say the luminance is ambiguous?<\/p>\n

Review the main points of Gilchrist<\/td>\n<\/tr>\n

Class 22
\nMarch 13Next class is after spring break<\/td>\n		Gilchrist paper on lightness perception<\/a><\/p>\n

In order to dramatize the concept of luminance (amount of light at the eye), which is so important in Gilchrist, we will use our own luminance meter in class.<\/p>\n

Tufte signs<\/a> This picture of the signs on Tufte’s estate shows pictorial or retinal adjacency, but they signs are on different planes (at different distances from the observere) in the world. This means that they are adjacent at the eye, but NOT in the world.<\/p>\n<\/td>\n

\u00a0Moving ahead to get back to hues and “color constancy.”<\/td>\n<\/tr>\n
Class 23
\nMarch 23<\/td>\n		Last time we learned about luminance and its measurement with a luminance meter. Basically LUMINANCE is a measure of amount of light coming to the eye from a place on a surface.<\/p>\n

Gilchrist paper on lightness perception<\/a> If you cannot get the whole paper from this link, go to the class Moodle site, Topic 4 to find a copy.<\/p>\n

Gilchrist full PowerPonit<\/a> on lightness perception and the ANCHORING problem<\/td>\n

<\/td>\n<\/tr>\n
\u00a0Class 24
\nMarch 25<\/td>\n		EXAM 3 CATEGORY — COLOR CONSTANCY, LAND’S MONDRIAN DEMONSTRATION, LAND’S RETINEX THEORY, BE ABLE TO FOLLOW LAND PAPER<\/strong><\/p>\n

 <\/p>\n

Read: Land’s Retinex Paper<\/a><\/p>\n

Illustrating Land’s “Mondrian” experiment<\/a><\/p>\n

Units of light measurement<\/a> in Land’s Retinex demonstrations are in milliwatts per steradian per square meter. So here’s a steradian.<\/p>\n

Land’s Retinex Theory<\/a><\/p>\n

Real Mondrians <\/a>paintings look like.<\/td>\n

Color constancy with Edwin Land.<\/p>\n

COLOR CONSTANCY<\/p>\n

Land’s Red – White experiment More Land. I now give you the option of reviewing the black and white slides we saw in class, for the Land Red – White demo. \u00a0 Elaborating the Land Red and White experiment to segue into Retinex demonstrations and theory.<\/p>\n

Retinex theory<\/td>\n<\/tr>\n

\u00a0Class 25
\nMarch 27<\/td>\n		Land himself explaining demos (VIDEO HAS BEEN REMOVED)<\/a> For our purposes, think of this beginning at the 3:39 mark in the video.<\/p>\n

Details of Retinex demonstration, with Mondrians<\/p>\n

Harvard art project with light on Rothko paintings<\/a><\/p>\n

Land Mondrian Homework (ONLINE POWERPOINT)<\/a><\/p>\n

Due next Wednesday at 5 pm<\/td>\n

<\/td>\n<\/tr>\n
\u00a0Class 26
\nMarch 30<\/td>\n		Land’s full Retinex Theory [See links for March 25]<\/p>\n

PhotoFlair by TruView uses the retinex algorithm and advertises that it comes from NASA<\/a><\/td>\n

<\/td>\n<\/tr>\n
Class 27<\/p>\n

April 1<\/td>\n

\u00a0Land final<\/td>\nReviewing Land’s neutral color algorithm<\/p>\n

Land Homework due<\/td>\n<\/tr>\n

\n

Camera!<\/strong><\/h3>\n<\/td>\n<\/tr>\n

\u00a0Class 28
\nApril 3<\/td>\n		EXAM 3 CATEGORY — VISUAL PHYSIOLOGY. LAYERS OF RETINA. HOW LATERAL INHIBITION WORKS. RECEPTIVE FIELDS — GANGLION, HUBEL & WIESEL WORK ON V1 IN VISUAL CORTEX (SIMPLE, COMPLEX, END-STOPPED CELLS AND THEIR RECEPTIVE FIELDS). HOW ARE THESE EXPERIMENTS DONE?<\/strong><\/p>\n

The retina<\/a> from your online book on the eye.<\/p>\n

Orienting slides, retina to cortex through lateral geniculate nucleus (LGN)<\/a><\/p>\n

Hubel and Wiesel Class slides\u00a0<\/a><\/p>\n

 <\/p>\n

Hubel book<\/a> Good resource<\/td>\n

\u00a0Class today concentrates on the work of Kuffler and the discovery of RECEPTIVE FIELDS. In Kuffler’s case, we were looking at the receptive fields of retinal ganglion cells — ON-CENTER, OFF SURROUND; and OFF-CENTER, ON SURROUND. We foreshadowed the Nobel prize of Hubel & Wiesel.<\/td>\n<\/tr>\n
\u00a0Class 29
\nApril 6<\/td>\n		Advising Week<\/p>\n

Hubel & Wiesel Discovery<\/a><\/p>\n

Visual Cortex in online Webvision book<\/a><\/p>\n

Hubel & Wiesel simple cell video<\/a><\/p>\n

Diagrams of areas of visual cortex<\/a> from George Mather.<\/p>\n

Lateral inhibition slides (ONLINE POWERPOINT-NOT TRANSFERABLE)<\/a><\/p>\n

Lateral inhibition<\/a><\/p>\n

Chevreul Illusion demo<\/a>. Also called “Mach Bands.” This is most famously presented as an example of Mach Bands, but some people prefer Chevreul because he was first<\/p>\n

A Chevreul that you can manipulate\u00a0<\/a><\/p>\n

A simple lateral inhibition practice case..\u00a0<\/a><\/td>\n

<\/td>\n<\/tr>\n
\u00a0Class 30
\nApril 8<\/td>\n		Chapter 3 of Hubel book<\/a> is excellent review of the brain study that we have done to here.<\/p>\n

Chapter 4 of Hubel book<\/a> covers the primary visual cortex<\/p>\n

EXAM 3 CATEGORY — RECEPTIVE FIELD PROPERTIES BEYOND V1 — GROSS, QIAN QUIROGA<\/strong><\/p>\n

Monkey Paw cells in Inferior Temporal Cortex (IT)<\/a><\/td>\n

<\/td>\n<\/tr>\n
\u00a0Class 31
\nApril 10<\/td>\n		Photo sample\u00a0<\/a> Where are lines?
\nPart of photo\u00a0<\/a>
\nBlow-up within part of photo<\/a> Lines?Charles Gross’s description of discoveries<\/a>Gross and colleagues’ face work<\/a>Quian Quiroga et al<\/a>Figure 1 from Quian Quiroga et al<\/a><\/p>\n

Signal Detection graphs in Quian Quiroga et al<\/a><\/p>\n

Figure showing MTL brain region<\/a><\/p>\n

Brain wiring debate: Seung vs. Movshon<\/a>. Introductions last for a while. Really begins about 10 minutes in. There are many references to C. elegans in the video. Here is what that’s about<\/a><\/td>\n

<\/td>\n<\/tr>\n
\u00a0Class 32
\nApril 13<\/td>\n		Quian Quiroga et al<\/a><\/p>\n

Figure 1 from Quian Quiroga et al<\/a><\/p>\n

Signal Detection graphs in Quian Quiroga et al<\/a><\/p>\n

Figure showing MTL brain region<\/a><\/td>\n

<\/td>\n<\/tr>\n
\n

Gestalt Psychology!<\/strong><\/h3>\n<\/td>\n<\/tr>\n

Class 33
\nApril 15<\/td>\n		EXAM 3 CATEGORY — GESTALT PSYCHOLOGY<\/strong><\/p>\n

Wertheimer (1923) on Gestalt psychology<\/a><\/p>\n

Same as above<\/a> Better view of text, not of diagrams.<\/p>\n

Common Gestalt Demo<\/a><\/p>\n

There are two papers about Gestalt psychology by Mary Henle on the Moodle site. They are required reading!<\/td>\n

Gestalt is NOT someone’s name<\/p>\n

Gestalt theme: Organization in Perception. Need to EXPLAIN THE OBVIOUS.<\/p>\n

Gestalt Mantra: “The whole is greater than the sum of its parts”<\/td>\n<\/tr>\n

Class 34
\nApril 17<\/td>\n		Gestalt psychology and binocular vision, culminating in the work of Bela Julesz<\/p>\n

EXAM 3 CATEGORY — BINOCULAR VISION — STEREOPSIS AND SIGNIFICANCE OF JULESZ WORK FOR GESTALT THEORY OF BINOCULAR FUSION<\/strong><\/p>\n

Seeing with 2 eyes — Bela Julesz<\/a> and binocular vision<\/p>\n

Binocular vision tutorial<\/a> in pdf.<\/p>\n

Random Dot Stereograms<\/a> as puzzles for the Gestalt account of binocular fusion<\/p>\n

Binocular test for Evan<\/a><\/td>\n

<\/td>\n<\/tr>\n
\n

Introducing Ecological Psychology<\/strong><\/h3>\n

Action!<\/strong><\/h3>\n<\/td>\n<\/tr>\n

Class 35
\nApril 20<\/td>\n		FINAL EXAM CATEGORY — ECOLOGICAL PSYCHOLOGY –FRAMES OF REFERENCE, OPTIC FLOW; ANSWERS TO BEAU LOTTO AND RICHARD GREGORY<\/strong><\/p>\n

Introduction to Ecological Psychology<\/a><\/td>\n

Motion — What is the classical ambiguity of motion perception when motion is treated as points on the retina? What is the ecological alternative?<\/td>\n<\/tr>\n
Class 36
\nApril 22<\/td>\n		<\/td>\nEXAM III<\/a><\/span><\/td>\n<\/tr>\n
\u00a0Class 37
\nApril 24<\/td>\n		From last time — maximum motion ambiguity<\/a><\/strong> when the eye is the frame of reference vs. increased specificity when the world is the frame of reference.<\/p>\n

Global Optic Flow — the geometric information for SELF-MOVEMENT in the environment. This is well illustrated in videos of airplane landings from the point of view of the pilot.<\/p>\n

KLM Boeing B747-400 Landing St. Maarten<\/a><\/p>\n

David N. Lee constructed a SWINGING ROOM to study the perception of self-movement by manipulating GLOBAL OPTIC FLOW. Visual control of self-movement is important in simply maintaing upright posture, i.e. balance.<\/p>\n

Perception and Action Lee Film\u00a0<\/a> excerpt<\/p>\n

Entire Lee Film<\/a>BBC video on movement<\/a> [Start at 1:14] From Gert-Jan Pepping’s YouTube collection. You can see some related videos in the same set.<\/p>\n

Dave Lee’s Perception Movement Action Research Consortium<\/a><\/p>\n

Dave Lee over the years<\/a><\/p>\n

Barrie Frost Visual Neurophysiology<\/a> of optic flow.<\/p>\n

Zoomquilt<\/a> a good example of self motion through a stable environment. Optic flow is here — and more.<\/p>\n

Class demo of catching 1<\/a><\/p>\n

Class demo of catching 2<\/a><\/p>\n

Gannets diving<\/a><\/p>\n

Lee and Reddish on diving gannets<\/a><\/p>\n

Lee and students on the Long Jump<\/a><\/p>\n

Horizon Link<\/a> Horizon photo. Most of class this day was about the horizon relations — determining the direction of the point of view, and the sizes of things relative to the height of the point of view.<\/p>\n

Gannet and Tau detail<\/a> Lee’s tau is a relation at the eye that specifies time of gap closure (time to contact). Tau is only about the case of constant velocity. Falling under the force of gravity (like the gannets) involves acceleration, a consistent change of velocity. Lee’s idea in the paper is that the gannets still monitor tau, but that they keep checking it until tau reaches a key value that he calls tau margin.<\/p>\n

Lee and Reddish on diving gannets<\/a><\/p>\n

Lee and students on the Long Jump<\/a><\/p>\n

Introduction to Ecological Approach<\/a><\/td>\n

Self-motion<\/p>\n

Optic Flow<\/p>\n

Tau<\/p>\n

perception as answering questions
\nvs. acting in the world<\/p>\n

After optic flow, Dave Lee’s Tau
\nand its significance — a “higher
\norder” variable that specifies “time
\nto contact.” A very important
\nfeature of Tau is that it focuses on
\nGAPS as objects and gap closing.
\nEspecially the TIMING of gap closing.
\nIntentional tasks in a real
\nenvironment can be looked at as
\nbeing about gap closing ON TIME.<\/p>\n

Tau<\/p>\n

Gannets<\/p>\n

Braking<\/p>\n

Long Jump<\/p>\n

The view of the plane landing
\nshows global optic flow, which specifies
\nthat the observer is moving, not the world.
\nIt is not ambiguous the way pointwise motion
\non the eyeball is (see the last two slides on
\nthe slide, “Introduction to Ecological Approach”).<\/td>\n<\/tr>\n

Class 38
\nApril 27<\/td>\n		Review Lee Film, beginning with babies in swinging room<\/p>\n

Gannet and tau detail<\/a><\/td>\n

More detail on tau.<\/p>\n

Introduction to Ecological Approach, emphasizing perceiving the environment, ecological realism.<\/p>\n

Seeing yourself move in the world
\nDavid Lee Film<\/td>\n<\/tr>\n

Class 39
\nApril 29<\/td>\n		\n\n\n\n\n\n
Introduction to Ecological Approach (same as before)<\/a> Beau Lotto and Richard Gregory STARTED from ambiguity in optical patterns. At bottom, everything is the same. For Gibson, at bottom, every point of view is DIFFERENT (and therefore specific). Properties of he world and our activity in the world are there to be discovered.<\/p>\n

Horizon Link<\/a> Horizon photo. Horizon relations — determining the direction of the point of view, and the sizes of things relative to the height of the point of view. Also — see the horizon and horizon relations in the airplane landing video and Lee’s car driving scenes.<\/p>\n

Gibson 1975 summary of research<\/a><\/p>\n

Mace & Heft<\/a> Read Encyclopedia article<\/p>\n

 <\/p>\n

REVIEW FOR FINAL EXAM<\/td>\n

<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/tr>\n
\n

FINAL EXAM <\/a>Monday MAY 4, 9 a.m. Regular Classroom<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Psychology of Perception Spring 2015 Warning: This is a dynamic syllabus. It gets updated as we go. Consult it several times a week on line. Last Updated April 29, 2015 Instructor: William M. Mace Office: Life Sciences 212A Office Hours: … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":875,"featured_media":0,"parent":12,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"http:\/\/commons.trincoll.edu\/wmace\/wp-json\/wp\/v2\/pages\/14"}],"collection":[{"href":"http:\/\/commons.trincoll.edu\/wmace\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/commons.trincoll.edu\/wmace\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/wmace\/wp-json\/wp\/v2\/users\/875"}],"replies":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/wmace\/wp-json\/wp\/v2\/comments?post=14"}],"version-history":[{"count":25,"href":"http:\/\/commons.trincoll.edu\/wmace\/wp-json\/wp\/v2\/pages\/14\/revisions"}],"predecessor-version":[{"id":636,"href":"http:\/\/commons.trincoll.edu\/wmace\/wp-json\/wp\/v2\/pages\/14\/revisions\/636"}],"up":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/wmace\/wp-json\/wp\/v2\/pages\/12"}],"wp:attachment":[{"href":"http:\/\/commons.trincoll.edu\/wmace\/wp-json\/wp\/v2\/media?parent=14"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}